Instructor Class Description

Interdisciplinary Writing

Offers an interdisciplinary approach to composition, including generating a compelling topic; the articulation of a thesis; the development of supporting evidence; the ability to draw conclusions from the evidence, clear organization of the essay, correct mechanics; awareness of audience, and knowledge of resources for research. Prerequisite: may not be taken for credit if previously earned a minimum grade of 2.0 B CUSP 101, B CUSP 114, or ENGL 131. Offered: AWSp.

Class description

â€œIf you want to be a writer, you must do two things above all others: read a lot and write a lot.â€? â€• Stephen King

The ability to write is crucial in university and in life. In this course, we explore the dangerous and thrilling of world of writing at the college-level. I look forward to helping you hone your writing skills.

This courses offers an interdisciplinary approach to composition, including generating a compelling topic; the articulation of a thesis; the development of supporting evidence; the ability to draw conclusions from the evidence, clear organization and logic; correct mechanics; and awareness of audience. By the end of B CUSP 134, students should be able to demonstrate the following competencies outlined by the Council of Writing Program Administrators Rhetorical Knowledge
â€¢focus on a purpose, respond to the needs of different audiences and respond appropriately to different kinds of rhetorical situations
â€¢use conventions of format and structure appropriate to the rhetorical situation and adopt appropriate voice, tone, and level of formality
â€¢understand how genres shape reading and writing and write in several genres
â€¢use writing and reading for inquiry, learning, thinking, and communicating
â€¢understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
â€¢integrate your own ideas with those of others and understand the relationships among language, knowledge, and power
Processes
â€¢be aware that it usually takes multiple drafts to create and complete a successful text and develop flexible strategies for generating, revising, editing, and proof-reading and understand writing as an open process that permits writers to use later invention and re-thinking to revise your work
â€¢understand the collaborative and social aspects of writing processes and learn to critique your own and others' works
â€¢learn to balance the advantages of relying on others with the responsibility of doing your part
Knowledge of Conventions
â€¢learn common formats for different kinds of texts
â€¢develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics, and practice appropriate means of documenting your work
â€¢control such surface features as syntax, grammar, punctuation, and
â€¢use electronic environments for drafting, reviewing, revising, editing, and sharing texts and understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts

Student learning goals

Critical Thinking: You should be able to apply a set of analytical frameworks to texts and events.

Argumentation: You should be able to present your ideas and arguments in a logical, ethical, and persuasive manner. Your papers must be focused around a claim supported with evidence, and display rhetorical awareness.

Revision, Collaboration, and Writing-as-Process: Revision and collaboration are essential aspects of most professions. In this class, you must demonstrate that you can substantively revise and develop your ideas and writing over time. You must also demonstrate that you can work with others to complete writing and research-related tasks.

General method of instruction

Seminar-style class discussions, small group work, lectures.

Recommended preparation

All welcome!

Class assignments and grading

Assigned readings; research tasks; in-class writing assignments; daily homework; 4-5 short papers (2-3 pages); 1 final research project/paper (8+ pages). Quizzes and a midterm exam. Preparation and Participation (includes peer review, a short oral presentation, and contributions to class discussions and small group work): 70%

Final Electronic Portfolio (compilation of revised work submitted, plus cover letter):30% of final grade

The quality of the work and participation.

The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Last Update by Kristine E. Kellejian
Date: 10/23/2013

Office of the Registrar
For problems and questions about this web page contact icd@u.washington.edu,
otherwise contact the instructor or department directly.
Modified:April 23, 2014